ITEM METADATA RECORD
Title: Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum
Authors: März, Virginie ×
Kelchtermans, Geert
Vanhoof, S
Onghena, Patrick #
Issue Date: 2013
Publisher: Pergamon
Series Title: Teaching and Teacher Education vol:29 pages:13-24
Abstract: Implementing educational innovations is far more complex than the straightforward execution of policy prescriptions. The diversity in implementation variants reflects an inherent tension between stabilizing and change-driven processes in school organizations. This article tries to capture this complexity by focusing on how individual and collective processes of sense-making, as well as the actual structural factors (e.g., subcultures, roles and positions) and processes (e.g., legitimation) in the school, mediate implementation practices. Drawing on data from semi-structured interviews, this article reports on an exploratory study into the perceptions and implementation of the new statistics curriculum by secondary school teachers in Flanders (Belgium).
ISSN: 0742-051X
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Methodology of Educational Sciences
Educational Policy and Innovation and Teacher Training
× corresponding author
# (joint) last author

Files in This Item:
File Description Status SizeFormat
TATE 2013 März Kelchtermans.pdf Published 243KbAdobe PDFView/Open

These files are only available to some KU Leuven staff members

 


All items in Lirias are protected by copyright, with all rights reserved.

© Web of science